TAE40110 Certificate IV in Training and Assessment · PDF fileTAEASS401B Plan assessment activities and processes 20 ... After achieving the TAE40110 Certificate IV in Training and

College of Humanities and the Arts School: Health and Education

TAE40110 Certificate IV in Training and Assessment

Skills Recognition Guide

2017

TAE40110_Skills Recognition_2017_v2 Page 2 of 54

01/12/2016 © Melbourne Polytechnic 2016

College: Humanities and the Arts

School: Health and Education

Course: TAE40110 Certificate IV in Training and Assessment

Prepared by Jasmina Dezelic Document creation date: 01/12/2016 Document review date: 02/07/2017 Version: 1.0 Date printed: © Melbourne Polytechnic 2016 National Provider no. 3075 Author Jasmina Dezelic – Industry Consultant, Trainer and Facilitator Third party material www.training.gov.au For information regarding material in this document, contact: Ramona Younan Program Leader – Education and Training Ph. 9269 1621 [email protected]

http://www.training.gov.au/

mailto:[email protected]



Contents The Skills Recognition Process ........................................................................................... 4

Qualification ....................................................................................................................................... 4

Pathways ..............................................................................................................................................5

What is the process for the upgrade?...........................................................................................5 Contact Details ...................................................................................................................................... 6 Allowable Adjustments .................................................................................................................... 6

How long the process will take? ................................................................................................... 6

What if the full skills recognition cannot be achieved? ........................................................... 6

ENROLMENT INFORMATION ............................................................................................... 6

Appendix 1: Skills Recognition Checklist ......................................................................... 8

Appendix 2: Standards for Registered Training Organisations (RTOs) 2015 Activity ......................................................................................................................................... 9

Instructions ......................................................................................................................................... 9

Appendix 3: Record of Workplace Evidence ................................................................. 10

Appendix 4: Office use only ................................................................................................ 54

TAE40110 Certificate IV in Training and Assessment Skills Recognition Guide



The Skills Recognition Process Skills recognition is the overarching term given to the recognition of skills and knowledge gained through formal and informal training gained by the applicant. It acknowledges previous learning and current competence from a participant’s life, relevant work experience, formal education and/or professional development. Melbourne Polytechnic is offering Skills Recognition for the TAE40110 Certificate IV in Training and Assessment. The target group for this program are individuals who are delivering training and assessment services in the Vocational Education and Training (VET) sector.

Qualification To attain the TAE40110 Certificate IV in Training and Assessment you are required to complete 10 units of competency (7 core and 3 elective):

Unit Code Unit Title Nominal Hours

CORE UNITS TAEDES401A Design and develop learning programs 50 TAEDES402A Use training packages and accredited courses to meet client

needs 25

TAEASS401B Plan assessment activities and processes 20 TAEASS402B Assess competence 15 TAEASS403B Participate in assessment validation 20 TAEDEL401A Plan, organise and deliver group-based learning 30 TAEDEL402A Plan, organise and facilitate learning in the workplace 25 ELECTIVE UNITS TAEASS301B Contribute to assessment 10 TAEASS502B Design and develop assessment tools 30 TAEDEL301A Provide work skill instruction 40 TAEDEL403A Coordinate and facilitate distance-based learning 30 TAEDEL404A Mentor in the workplace 30 TAEDEL501A Facilitate e-learning 30 TAELLN4011 Address adult language, literacy and numeracy skills* 30 TAETAS401A Maintain training and assessment information 40 BSBAUD402B Participate in a quality audit 40 BSBCMM401 Make a presentation 30 BSBLED401A Develop teams and individuals 40 BSBMKG413A Promote products and services 40 BSBRES401A Analyse and present research information 40




* Elective unit – it is recommended to be completed.

For further details on the units in this qualification please visit: https://training.gov.au/Home/Tga PLEASE NOTE that by clicking on a link you may be directed to a third party’s site. You should respect the intellectual property on that site. You will be leaving the Melbourne Polytechnic website and Melbourne Polytechnic does not endorse a linked site or guarantee the accuracy or currency of any information contained on a linked site.

Pathways After achieving the TAE40110 Certificate IV in Training and Assessment participants may undertake the TAE50111 Diploma of Vocational Education and Training, a qualification designed for those:

• leading other trainers and assessors • providing mentoring or advice to new trainers or assessors • designing approaches to learning and assessment strategies across a significant area

within the VET sector. The TAE50111 Diploma of Vocational Education and Training reflects the roles of experienced practitioners delivering training and assessment services usually as Registered Training Organisations (RTOs) within the vocational education and training (VET) sector.

What is the process for the upgrade? STEP 1: Read the information contained in this Skills Recognition Guide.

STEP 2: Decide on the units you will apply for Skills Recognition. Contact Melbourne Polytechnic assessor for any queries regarding Skills Recognition Process.

STEP 3: Contact Melbourne Polytechnic to enrol.

STEP 4: Collate your evidence and provide the following:

TAE40110 Skills Recognition Guide (this document) including:

o Appendix 1 - Skills Recognition Checklist, including education, training and work history evidence

o Appendix 2: Standards for Registered Training Organisations (RTOs) 2015 Activity

o Appendix 3 – Record of Workplace Evidence, including organised and referenced portfolio of evidence.

STEP 5: Send evidence to the Melbourne Polytechnic assessor.

STEP 6: After receiving your application, the assessor will review the provided evidence and contact you to arrange an interview if needed and/or advise the result of your application. If successful, you will be issued a Statement of Results.

PLEASE NOTE: Melbourne Polytechnic has a commitment to sustainable work practices with a focus on minimising paper waste and utilising electronic resources. Hard copies of evidence will NOT be accepted. Melbourne Polytechnic will keep your evidence. Retain a copy of your evidence as copies will not be provided by Melbourne Polytechnic.

https://training.gov.au/Home/Tga

http://training.gov.au/Training/Details/TAE50116




Contact Details Jasmina Dezelic

Industry Consultant, Trainer and Facilitator Melbourne Polytechnic I School of Health and Education 77 St Georges Road, Preston, VIC, 3072 Building E, Level 3, Room 326 Phone: 9269 1438 Email: [email protected]

Allowable Adjustments All evidence gathered will be assessed according to the rules of evidence and the Evidence Guide for each unit. In addition, reasonable adjustments may be negotiated for participants with disability, gender, age, cultural or language requirements.

How long the process will take? Once you have submitted your evidence the skills recognition process should take no more than one calendar month. The time may increase if additional evidence is required. All applications must be completed in a current academic year.

What if the full skills recognition cannot be achieved? The assessor will discuss possible options (e.g. completing assessment pathway only or completing training targeted specifically at any gaps that you may have). There may be extra cost for additional training undertaken.

ENROLMENT INFORMATION

Fees The cost for skills recognition will be calculated at the enrolment centre depending on the nominal hours of the units you apply for. No fees apply for Credit Transfers and where applicable the total amount will reduce accordingly. Credit Transfer is granted where the SAME OR EQUIVALENT module/competency has been successfully completed at Melbourne Polytechnic or ANOTHER educational institution.

mailto:[email protected]




Payment Methods Payment methods at Melbourne Polytechnic are cash, EFTPOS, Visa, MasterCard and cheque. Note: We do not accept American Express.

Enrolment Requirements When enrolling you are required to provide proof of citizenship/residency and age. Examples of acceptable document are as follows:

• Australian passport • Australian Birth Certificate • Passport showing permanent residence • Green Medicare card and driver’s licence.




Appendix 1: Skills Recognition Checklist (Applicant to complete all details and upload with portfolio of evidence when submitting.)

Name

Student ID

Phone number

Email

Course code & name TAE40110 Certificate IV Training and Assessment

Due Date (Submission after the due date may be subject to penalty)

Declaration: Read, tick and sign or print name below

I, the applicant, declare that the information supplied in this application is accurate and that the evidence supplied is authentic. I agree that the submitting this electronically I acknowledge that the above declaration is true.

Applicant signature Date

Before finalising submission – check and indicate whether you have submitted the following

Y / N

EDUCATION, TRAINING, AND WORK HISTORY

Qualifications

Current Position Description

Resume (including 2 referees who can be contacted to supplement the evidence you have provided)

Evidence of Professional Development relevant to training and assessment undertaken in the last 18 months

TAE40110 SKILLS RECOGNITION GUIDE (this document) with completed:

Appendix 1: Skills Recognition Checklist

Appendix 2: Standards for Registered Training Organisations (RTOs) 2015 Activity

Appendix 3: Record of workplace evidence (within last 3 years)

WORKPLACE EVIDENCE

Organised and referenced Portfolio of Evidence




Appendix 2: Standards for Registered Training Organisations (RTOs) 2015 Activity

Instructions Provide 2 examples of implementing and/or following the Standards for Registered Training

Organisation (2015) in your workplace. Write your answers below.




Appendix 3: Record of Workplace Evidence

TAEDES401A Design and develop learning programs (CORE) ...................................................... 11

TAEDES402A Use training packages and accredited courses to meet client needs (CORE) .................................................................................................................................................................... 13

TAEASS401B Plan assessment activities and processes (CORE) ................................................. 15

TAEASS402B Assess competence (CORE) .............................................................................................. 17

TAEASS403B Participate in assessment validation (CORE) ............................................................ 19

TAEDEL401A Plan, organise and deliver group-based learning (CORE) .................................... 21

TAEDEL402A Plan, organise and facilitate learning in the workplace (CORE)......................... 23

TAEASS301B Contribute to assessment (ELECTIVE) .......................................................................... 25

BSBCMM401 Make a presentation (ELECTIVE) .................................................................................... 27

TAEASS502B Design and develop assessment tools (ELECTIVE) ................................................. 32

TAEDEL301A Provide work skill instruction (ELECTIVE) .................................................................... 34

TAEDEL403A Coordinate and facilitate distance-based learning (ELECTIVE) ......................... 36

TAEDEL404A Mentor in the workplace (ELECTIVE) ............................................................................. 38

TAEDEL501A Facilitate e-learning (ELECTIVE) ...................................................................................... 40

BSBAUD402 Participate in a quality audit (ELECTIVE) ....................................................................... 42

BSBLED401 Develop teams and individuals (ELECTIVE) .................................................................. 44

TAETAS401A Maintain training and assessment information (ELECTIVE) ................................ 46

BSBMKG413 Promote products and services (ELECTIVE) ............................................................... 48

BSBREL402 Build client relationships and business networks (ELECTIVE) .............................. 50

BSBRES401 Analyse and present research information (ELECTIVE) ........................................... 52




TAEDES401A Design and develop learning programs (CORE)

SECTION 1: Unit requirements SECTION 2: Applicant to complete

Elements Evidence required Provided

Y/N

Record of Evidence (where in the portfolio

evidence can be located OR record file names)

1. Define parameters of the learning programs

2. Work within the vocational education and training (VET) policy framework

3. Develop program content

4. Design structure of the learning program

Provide two (2) examples of • designing learning programs within

the VET context • with differentiated learning program

designs • at least one example is from

training package or accredited course and covers at least one entire unit /module

and include evidence for the following:

learning programs prepared and developed (e.g. learning programs / unit outlines / TAS)

consultations with stakeholders (e.g. meeting / emails / proposals / MOU / reports)

differentiated learning program design (e.g. delivery in the classroom / workplace /international; face to face / online/ blended; full time/part time)

delivery arrangements (timetable / work plan)

program content developed (e.g. learning resources / assessment plans)

accessing and following policies and procedures (e.g. VET policies, Standards for RTOs 2015, internal policies and procedures / OHS risk control plan)

reviewing program with stakeholders (e.g. management / industry clients)




SECTION 3: Office use only

Type of Evidence and Method of Assessment PT Evidence of

Previous Training

TPE Third Party Evidence

PE Photographic/ Video Evidence

PSA Practical Skills Assessment

OTH Other (specify)

LSE Life Skills Evidence

FE Folio of Evidence

WRR

Work Related References

SA Statement of Attainment /Results

EH Employment History

SD Statuary Declaration

OSA Onsite Assessment

INT Information from Interview

Competency achieved: Exemption Credit Transfer

Internal code: BEEDES401A Nominal hours: 50




TAEDES402A Use training packages and accredited courses to meet client needs (CORE)



Y/N

Record of Evidence (where in the portfolio evidence can be located OR record file

names) 1. Select

appropriate training package or accredited course

2. Analyse & interpret the qualifications framework

3. Analyse & interpret units of competency and accredited modules

4. Contextualise units & modules for client applications

5. Analyse and interpret assessment guidance

Provide two (2) examples of • analysing training specifications

where • one example is from training

package; the other may be training package or an accredited course


consultations with stakeholders (e.g. proposals / MOU / meetings / reports)

accessing and following policies and procedures (e.g. AQTF, AQF and internal policies and procedures)

documents analysing a unit or accredited module (e.g. learning programs / unit outlines / TAS)

contextualising units to meet client / group needs (e.g. special types of tools and equipment / specific organisational policies, procedures, processes / organisation-specific terminology / specific people)

assessment guidelines (e.g. assessment plan)






Previous Training




OTH Other (specify)



WRR








Internal code: BEEDES402A Nominal hours: 25




TAEASS401B Plan assessment activities and processes (CORE)


Elements Evidence required Provide

d Y/N


names) 1. Determine

assessment approach

2. Prepare the assessment plan

3. Develop assessment instrument

Provide a minimum of two (2) examples of: • developing assessment plans DIFFERENT

competencies in VET context • one assessment plan MUST be for Skills

Recognition (RPL) and include evidence for the following:

benchmarks for assessment (e.g. unit of competency / learning programs /unit outlines)

assessment plans

assessment methods (e.g. simulations / questioning / practical tests / projects / portfolios / observations / third party feedback)

assessment instruments (e.g. questions / tests / evidence portfolio / observation checklists / self-assessments/ practical tasks / modify existing assessment instruments)

assessment matrix

reasonable adjustments strategies (e.g. disability support / candidate’s LLN requirements / special equipment / format of assessment materials such as Braille’ /use of audiotape or DVD / considering cultural and religious beliefs)

contextualisation of assessment tools (e.g. adding specific industry requirements, procedures or examples / identifying job related evidence that could be used for RPL /modifications for learners with special needs)

examples of trial draft assessment and areas improved (e.g. meetings / validation sessions)






Previous Training




OTH Other (specify)



WRR








Internal code: BEEASS401B Nominal hours: 20




TAEASS402B Assess competence (CORE)



d Y/N


names ) 1. Prepare for

assessment 2. Gather

quality evidence

3. Support the candidate

4. Make the assessment decision

5. Record & report the assessment decision

6. Review the assessment process

Provide a minimum of two (2) examples of: • assessing students for DIFFERENT

units in VET context • one assessment MUST be Skills

Recognition (RPL) and include evidence for the following:

Please note: evidence from this unit partially covers requirements for elective unit TAEASS301B Contribute to assessment)

benchmarks for assessment accessed (e.g. unit outlines / performance specifications / learning programs)

assessment plans, assessment tools and assessment instruments used

evidence assessed (e.g. students’ assessments / feedback forms)

communication with student and feedback (e.g. emails/ record of meetings with students / feedback forms)

reasonable adjustments implemented (e.g. disability support / LLN requirements / special equipment / format of assessment materials such as Braille’/use of audiotape or DVD / considering cultural and religious beliefs)

specialist support accessed (e.g. support from subject matter expert / assessment teams and panels / disability support)

communication with students and feedback (e.g. emails / records of meetings / feedback forms)

administrative requirements (e.g. attendance roll / spreadsheets /other organisational documents or systems for recording assessment outcomes)

review of the assessment process




(e.g. moderation or validation sessions / meetings with colleagues, management, technical and subject experts and/or clients )



Previous Training




OTH Other (specify)



WRR












TAEASS403B Participate in assessment validation (CORE)



Y/N



validation 2. Contribute to

validation process

3. Contribute to validation outcomes

Provide two (2) examples of • participation in validation sessions • using different validation approaches

and activities and include evidence for the following:

participation in validation sessions (e.g. validation records / minutes from meetings / emails)

different validation approaches (e.g. validation meetings / assessor network / assessment panel /peer assessment / feedback from industry / trialling)

different activities validated (e.g. analysing assessment plans / assessment tools / collected evidence / assessment processes / RPL evidence guide / if industry and regulatory requirements are met)

implementation of changes arising from validation (e.g. original and amended documents: assessment plans / assessment tools / assessment policies)






Previous Training




OTH Other (specify)



WRR












TAEDEL401A Plan, organise and deliver group-based learning (CORE)



Y/N

Record of Evidence

(where in the portfolio evidence can be located OR record file

names ) 1. Interpret

learning environment & delivery requirements

2. Prepare session plans

3. Prepare resources for delivery

4. Deliver & facilitate training sessions

5. Support & monitor learning

Provide three (3) examples of • delivering sessions (each session

40 – 60 minutes) where • two (2) consecutive sessions are

delivered to the same learner group

• one (1) session is delivered to a different learner group


(Please note: the evidence from this unit fully covers requirements for elective unit BSBCMM401 Make a Presentation)

benchmarks accessed

(e.g. unit outlines / performance specifications / learning programs)

session plans

delivery schedules

learning materials and resources

contextualisation of learning materials (e.g. adding specific industry requirements, procedures or examples / modifications for learners with special needs)

inclusive teaching practice (e.g. considering learner’s disability / organising support services / LLN requirements / considering gender, age, cultural or religious beliefs)

examples of effective communication and delivery management (e.g. activities / evaluations)

management of inappropriate behaviour (e.g. records /reports to management)

recordkeeping (e.g. attendance records / training plans)




review the effectiveness of presentation (e.g. evaluations from students and your self-evaluation / reports )



Previous Training




OTH Other (specify)



WRR








Internal code: BEEDEL401A Nominal hours: 30




TAEDEL402A Plan, organise and facilitate learning in the workplace (CORE)



Y/N


names ) 1. Establish

effective work environment for learning

2. Develop a work based learning pathway

3. Establish the learning facilitation relationship

4. Implement work-based learning pathway

5. Maintain & develop the learning/ facilitation relationship

6. Close & evaluate the learning facilitation relationship

7. Monitor & review the effectiveness of the work-based learning pathway

Provide two (2) examples of • developing individual work-based

learning pathways and include evidence for the following:

individualised work-based learning plans (e.g. training plans for trainees / apprentices OR learning plans for members of your work team)

examples of following contractual requirements (e.g. training plan / government funding / LLN / records of visits / OHS)

analysing job tasks or activities for individuals (e.g. program work plans / learning plans)

Provide two (2) examples of

• preparation and delivery of individual learning sessions for different individuals


preparing and delivering sessions (e.g. session plans / learning activities / handouts / resources / assessment records / completion records)

delivery arrangements (e.g. timetable / records of visits / records of delivery)

monitoring and reviewing work-based learning (self-evaluations / evaluations / records of continuous improvement)






Previous Training




OTH Other (specify)



WRR












TAEASS301B Contribute to assessment (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Clarify role

and responsibilities in the assessment process

2. Confirm organisational arrangements for evidence gathering

3. Collect evidence in accordance with the assessment plan

4. Record and report findings

Provide three (3) examples of • evidence gathering activities you

conducted in the VET context • with DIFFERENT candidates for each

activity and include evidence for the following:

benchmarks for assessment accessed (e.g. unit outlines / performance specifications / learning programs)

assessment plans, assessment tools and assessment instruments used

evidence assessed (e.g. students’ assessments / feedback forms)

communication with student and other relevant people (e.g. emails / records of meetings / feedback forms)

reasonable assessments (e.g. candidate’s LLN requirements / special equipment / format of assessment materials such as Braille’ /use of audiotape or DVD/ considering cultural and religious beliefs)

accessing and following policies and procedures (e.g. RTO assessment policy / recordkeeping / OHS )

feedback on evidence gathering activities and areas for improvements (e.g. validation records / minutes from meetings / emails)






Previous Training




OTH Other (specify)



WRR












BSBCMM401 Make a presentation (ELECTIVE)



Y/N

Record of Evidence

(where in the portfolio evidence can be located OR record file names )

1. Prepare a presentation

2. Deliver a presentation

3. Review the presentation

Provide two (2) examples of • preparation, delivery and evaluation

of the effectiveness of presentations and include evidence for the following:

session plans /agendas

learning materials, activities and handouts

delivery schedules

examples of effective communication and delivery management (e.g. activities / feedback / evaluations)

review the effectiveness of presentation (e.g. evaluations / self-evaluation / reports )






Previous Training




OTH Other (specify)



WRR








Internal code: BECMM401 Nominal hours: 30




TAELLN411 Address adult language, literacy and numeracy skills (ELECTIVE) (pg. 1 of 2)



Y/N

Record of Evidence


names ) 1. Analyse LLN

requirements 2. Select and

use resources and strategies to address LLN skill

3. Use specialist LLN support where required

4. Evaluate effectiveness of learning support and assessment strategies in addressing LLN requirements

PLEASE NOTE: if you have not used ACSF you CANNOT apply for Skills Recognition for this unit. Provide evidence for the following:

using Australian Core Skills Framework (ACSF) to identify LLN skill requirements (reading, writing, speaking, listening and numeracy) of the training specification and assessment process in VET delivery

identifying and analysing the LLN skill requirements essential to workplace performance in identified industry or sector (e.g pre training assessment / LLN audit report / training plan)

determining the LLN skills of the learner group from validated tools and other sources (e.g pre training assessment / LLN audit report / training plan / ASCF initial interview / WELL initial assessment)

identifying available sources of support to address 2 (two) identified LLN skill needs of the learner group (e.g. team teaching / study skills / small group tutorials / one-to-one tutorials / LLN bridging program)

cultural and social sensitivities when communicating with individuals who are identified as requiring LLN support (e.g. learning program, minutes from meetings, reports, log books, emails, WELL application)




TAELLN411 Address adult language, literacy and numeracy skills (ELECTIVE) (pg. 2 of 2)



Y/N

Record of Evidence (where in the portfolio

evidence can be located OR record file names )

1. Analyse LLN requirements

2. Select and use resources and strategies to address LLN skill

3. Use specialist LLN support where required Evaluate

effectiveness of learning support and assessment

strategies in addressing LLN

requirements

customising and using 2 (two) learning resources to address LLN requirements (e.g. using plain English / using video and/or audio material / providing simplified explanations of underpinning principles and concepts in PowerPoint, activity books, handouts)

using and reviewing 2 (two) instructional strategies that directly address the identified LLN needs of the learner group (e.g. session plans / activities / learning materials showing instructional strategies used to achieve learning objectives)

using and reviewing 2 (two) assessment strategies that cater for the identified LLN needs of the learner group (e.g. assessment plans / assessment tools)

using advice from specialist LLN practitioners to inform practice and organisational procedures for accessing support (e.g. WELL program support / LLN support team /government and community support services / specialist consultants)

evaluating effectiveness of learning support and assessment strategies in addressing LLN requirements and areas for improvement (e.g. evaluations / end of course report / recommendation for improvements)

determining areas for improvement of own practice (e.g. evaluations / reports / recommendation for improvements)






Previous Training




OTH Other (specify)



WRR








Internal code: BEELLN411 Nominal hours: 30




TAEASS502B Design and develop assessment tools (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Determine

focus of the assessment tool

2. Design assessment tool

3. Develop assessment tool

4. Review and trial assessment tool

Provide three (3) examples of • designing assessment tools that

support different assessment methods,

• assessment tools addressing THREE (3) units of competency packaged at DIFFERENT Australian Qualifications Framework (AQF) levels


benchmarks for assessment (e.g. industry requirements / units of competency)

assessment plans different assessment methods (e.g. simulations / questioning / practical tests / projects / portfolios / observations/ third party feedback)

assessment instruments (e.g. questionnaire / tests / evidence portfolio / templates and proformas / observation checklists / self-assessments / practical tasks / modification of existing instruments)

assessment procedures (e.g. the information or instructions given to the candidate and/or to the assessor)

assessment matrix contextualisation of assessment tools (e.g. adding specific industry requirements, procedures or examples / identifying job related evidence that could be used for RPL / modifications for learners with special needs)




organisational, legal and ethical requirements (e.g. Red card, legislative requirements)

trial and review process (e.g. minutes from meetings / emails / validation sessions)



Previous Training




OTH Other (specify)



WRR








Internal code: BEEASS502A Nominal hours: 30




TAEDEL301A Provide work skill instruction (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Organise

instruction and demonstration

2. Conduct instruction and demonstration

3. Check training performance

4. Review personal training performance and finalise documentation

Provide three (3) examples of: • delivering training sessions

involving demonstrating and instructing particular work skills

• for 3 different groups • with 3 different learning objectives and include evidence for the following:

benchmarks accessed (e.g. learning program / delivery plan / document showing generic and technical skills to be achieved)

delivery arrangements (e.g. timetable) session plans handouts / activities / resources coaching techniques applied (e.g. activities designed to improve performance and/or are goal directed / OHS / acquisition of job skills and knowledge / immediate interaction and feedback)

review the effectiveness of presentation (e.g. evaluations from students and your self-evaluation / reports )

recordkeeping (e.g. attendance records /training plans)






Previous Training




OTH Other (specify)



WRR












TAEDEL403A Coordinate and facilitate distance-based learning (ELECTIVE)



Y/N

Record of Evidence



distance-based learning

2. Manage distance-based learners

3. Monitor learner progress

4. Review distance-based learning process

Provide two (2) examples of • organising and facilitating

distance-based learning in the VET context


learning programs

assessment strategies

contextualised resources (e.g. adding specific industry requirements, procedures or examples/modifications for learners with special needs)

distance delivery management plans (e.g. learning outcomes / delivery / course timetables / resource requirements /course information books)

support mechanisms provided to students (e.g. email or phone tutoring /workplace mentoring by supervisors / contact numbers and/or help line /contact numbers of other learners)

monitoring distance learner progress (e.g. record keeping documentation / emails / phone logs / reports to managers)

distance-based program review (e.g. evaluations / summary of evaluations, reports to management / steering committee reports)






Previous Training




OTH Other (specify)



WRR












TAEDEL404A Mentor in the workplace (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Develop a

mentoring plan

2. Facilitate mentoring relationship

3. Monitor mentoring relationship

4. Evaluate effectiveness of mentoring

PLEASE NOTE: this unit refers to a learner undertaking a contracted apprenticeship or traineeship. Provide examples of: • preparing mentoring plans

between the mentor and learner and include evidence for the following:

mentoring plans or training plans (e.g. for trainees or apprentices employed by, or undertaking work placement in a workplace)

information provided to trainees, apprentices and/or employers (e.g. mentoring arrangements / course information book /relevant legislations / ground rules and obligations)

Provide three (3) examples of: • delivering mentoring sessions and include the following:

mentoring plans / training plans mentoring session outlines (e.g. handouts / activities / notes from mentoring sessions/ feedback to learners / timetable)

examples of resolving differences (e.g. discussions / explanations / additional assistance / mutually beneficial solutions)

benefits gained from mentoring for learners and for organisation (surveys / thank you letters / emails / / discussions / reports )






Previous Training




OTH Other (specify)



WRR












TAEDEL501A Facilitate e-learning (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Establish the e-

learning environment

2. Introduce e-learning

3. Guide and facilitate e-learning

4. Monitor e-learning

5. Review e-learning processes

Provide examples of • how you implemented one (1)

complete e-learning program and include evidence for the following:

benchmarks accessed (e.g. learning programs/ learning strategies accessed)

e- learning delivery plan (e.g.how the e-learning was managed, sequenced and implementation guide)

guidelines for facilitator and learners in e-learning environment (e.g. pre-course information / course information / e-learning protocols)

technical support arrangements

communication with students, monitoring issues and feedback (e.g. emails, phone records, feedback forms, Skype sessions)

record-keeping

self- evaluation, program review documents and recommendations (e.g. surveys / self-evaluation / reports )

Provide two (2) examples of: • organising and facilitating e-

learning activities in diverse environment


delivery arrangements

session plans and activities used






Previous Training




OTH Other (specify)



WRR








Internal code: BEDEL501A Nominal hours: 30




BSBAUD402 Participate in a quality audit (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Review auditee

documentation 2. Participate in

developing audit schedules

3. Gather and analyse information

4. Evaluate information

5. Report findings 6. Participate in

exit meeting

Provide examples of • preparation of multiple audit plans

for a range of quality audits • participation in audits as a member

of an audit team • developing a report for the exit

meeting and include evidence for the following:

Preparation of multiple audit plans for a range of quality audits (containing information on the audit schedule, proposed activities, methods and techniques, risk analysis and proposed treatment of identified risks, entry and exit meeting agendas)

participation in audits as a member of an audit team (audit plans / exit meting reports / emails / schedules)

gathering of data and information by a variety of methods (e.g. analysis, questioning / sampling / scanning)

exit meeting reports knowledge of relevant legislation, national standards and audit practices






Previous Training




OTH Other (specify)



WRR








Internal code: BEEASS403 Nominal hours: 40




BSBLED401 Develop teams and individuals (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Determine

development needs

2. Develop individuals and teams

3. Monitor and evaluate workplace learning

Provide examples of • identifying and implementing

learning opportunities for others and include evidence for the following:

identifying and implementing learning opportunities for others (for individuals and for a team) (e.g. records of organising career planning and development days / performance appraisals /RPL / training)

collecting and providing feedback on performance of team members (e.g. records of formal/informal performance appraisals /feedback from clients / feedback from supervisors and colleagues / self-evaluations)

developing and implementing learning plans for individuals and group training (e.g. learning plans / records of training / minutes from meetings / on the job training)

using feedback from individuals and group to evaluate workplace learning programs and make changes where needed (e.g. evaluations /surveys / meeting)

recording and reporting requirements (e.g. organisational systems for recording competencies)






Previous Training




OTH Other (specify)



WRR








Internal code: BEELED401 Nominal hours: 40




TAETAS401A Maintain training and assessment information (ELECTIVE)


Elements Evidence required Provided Y/N

Record of Evidence

(where in the portfolio evidence can be located OR record file names )

1. Provide initial and ongoing information and advice on training and assessment services

2. Complete training and assessment records

3. Complete reporting requirements

PLEASE NOTE: if you have not used AVETMISS you CANNOT apply for Skills Recognition for this unit. Provide examples of • maintaining the training and

assessment information and include evidence for the following:

providing initial and ongoing advice to a range of learners (e.g. on training and/or assessment services, programs and specific information requirements)

records management (e.g. record management for a range of learners from enrolment to completion)

organising certification processes for a range of learners (e.g. certification forms / issuing certificates / issuing Statement of Attainment)

updating learning strategy and learning program information (e.g. course details /units of competency details / enrolment start and end date / results / completion date)

completing AVETMISS reporting documentation for a learning program, covering a range of learners

completing in-house reporting documentation for a learning program, covering a range of learners (e.g. student management system / internal reporting requirements)






Previous Training




OTH Other (specify)



WRR








Internal code: BEETAS401A Nominal hours: 40




BSBMKG413 Promote products and services (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Plan

promotional activities

2. Coordinate promotional activities

2 Review and report on promotional activities

Provide examples of • planning, coordinating and

reviewing promotional activities and include evidence for the following:

designing and delivering promotional activities (e.g. advertisements / client and employee functions / product launches / web pages)

planning and following budget and timelines

following organisational and legislative requirements (e.g. pricing and discount policies / refund policy / confidentiality /OHS policies)

ensuring personnel and resources to support promotional activities (e.g. marketing funds / management support / staff / promotional products and samples/ organising suitable venue / technology / using internal or external networks / social media)

gathering feedback about the promotion (e.g. feedback forms / reports / recommendations)






Previous Training




OTH Other (specify)



WRR








Internal code: BEB092 Nominal hours: 40




BSBREL402 Build client relationships and business networks (ELECTIVE)



Y/N

Record of Evidence


names ) 1. Initiate

interpersonal communication with clients

2. Establish client relationship management strategies

3. Maintain and improve ongoing relationships with clients

4. Build and maintain networks

Provide examples of: • establishing and maintaining

relationships with a range of clients related to the candidate’s business


preferred communication methods (e.g. online / meetings / mail /phone / newsletters)

acting upon barriers to effective communication (e.g. contact details not displayed / lack of ‘contact us’ forms / open hours / timetable)

developing client loyalty strategies (e.g. reward schemes / discounts / thank you letters or phone calls / promotional items)

applying client care and client service standards (e.g. telephone answering times / accuracy of enrolment / client service charter)

collecting feedback from clients (e.g. surveys /emails / complaints handling procedures)

Provide examples of: • participating in and providing, an

active contribution to a business related network


membership in business associations (e.g. professional bodies / industry associations)




attending professional development activities (e.g. industry training / trade shows / industry information seminars / exhibitions)


Type of Evidence and Method of Assessment

PT Evidence of Previous Training




OTH Other (specify)



WRR








Internal code: BEREL402 Nominal hours: 50




BSBRES401 Analyse and present research information (ELECTIVE)



d Y/N

Record of Evidence


names ) 1. Gather and

organise information

2. Research and analyse information

3. Present information

Provide examples of: • gathering, analysing and presenting

information and data in a suitable format and within organisational requirements


research documents (e.g. written reports / research documents / statistical analysis / marketing plans / budgets / sales records / Power Point presentations used for presenting information)

objectives of research identified (e.g. identification of trends/ industry pricing / comparative analysis)

methods used for collecting information (e.g. individual research / interviews / observation and listening / questioning)

knowledge of non-electronic and online search strategies ( including the use of Boolean operators)

research strategies used (e.g. data analysis / documentation reviews / focus groups /interviewing colleagues and clients /online searching /product sampling/ subscription databases)

methods of data analysis (e.g. data sampling / feedback on results / peer review / review of previous research / statistical analysis)

feedback obtained about your research documents (e.g. minutes from meeting, evaluations / questionnaires / emails from colleagues, clients or board members)





Type of Evidence and Method of Assessment

PT Evidence of Previous Training




OTH Other (specify)



WRR








Internal code: BEB092 Nominal hours: 40




Appendix 4: Office use only (Assessor to complete all details)

Rules Of Evidence Comments

Valid

Sufficient:

Authentic:

Current:

Assessor’s Name

Assessor’s Positon

Assessor’s Department

Assessor signature Date

Documents

TAE40110 Certificate IV in Training and Assessment · PDF fileTAEASS401B Plan assessment activities and processes 20 ... After achieving the TAE40110 Certificate IV in Training and